Aurelie, Toillier (author), Baudoin, Alice (author), and Chia, Eduardo (author)
Format:
Paper
Publication Date:
2014
Published:
Burkina Faso
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 132 Document Number: D11346
Notes:
Paper presented during the 11th European International Farming System Association (IFSA) Symposium, "Farming systems facing global challenges: capacities and strategies," April 1-4, 2014, in Berlin, Germany. 11 pages in proceedings, The study involved "learning regime" as the set of mechanisms that are triggers for and lead to the acquisition of new knowledge and skills, allowing the head of the farm to improve production and management methods. Authors identified four types of regimes, calling into question the assumption of homogeneity of farmers' capabilities to change their routines to acquire new skills. Findings prompted suggestion that creating spaces for exchanges between producers who are at common stages of development or have similar problems, leveraging specific know-how of different ethnic groups and inter-cultural exchanges, and facilitating access to existing information in a given territory seem to be some of the many possible ways of strengthening existing dynamics of learning.
Wirastuti, Dewi (author), Luckin, Rose (author), Sheriff, Ray E. (author), Walker, Kevin (author), Underwood, Josh (author), and Dunckley, Lynne (author)
Format:
Conference paper
Publication Date:
2008-01-01
Published:
IEEE
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 101 Document Number: D10883
Notes:
8 pages., Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education., via online journal., This paper presents an innovative application of wireless, mobile and ubiquitous technologies to support informal and collaborative learning in Kenyan rural farming communities. Such an approach is achieved by the development of a knowledge management system (KMS) integrated with existing local community communication channels, together with experimental knowledge management (KM) initiatives employing the VeSeL (Village e-Science for Life) distributed resource kits (DRKs). The initiatives support illiterate and semi-literate farming community groups, in learning new agriculture practices, and also enable the use of advanced digital technology to improve their agricultural practices and literacy levels. Results of a recent field trip to Kenya are presented and an application sketch is developed. The process of applying wireless and Internet technologies for the education of local farming communities, using irrigation and water management as the application, concludes the paper.
Retrieved January 28, 2007, "The notion comprises knowledge about what to do, which is made up of a clear vision and technical knowledge about how to organize the work, hard work, love, and finally an ability and desire to search for and learn whatever may be needed. The aspects of love and learning capacity are usually unacknowledged in Western conceptions of development strategies informed by a so-called systems approach."
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C29796
Notes:
Pages 271-275 in Ian Scoones and John Thompson (eds.), Farmer First revisited: innovation for agricultural research and development. Practical Action Publishing, Warwickshire, U.K. 357 pages.
This study presents an efficient version of test for the hypothesis that education plays a key role in influencing agricultural productivity based on a switching regression model. In the present setting, farmers’ ability to deal with disequilibria is allowed to change with education, which thereby provides a concrete evidence of the effect of education on selected East Asian production agriculture. The results suggest that there exists a threshold for education to be influential to agricultural productivity change when the selected East-Asian economies are categoried by their degree of economic development. Moreover, for the group of economies where education constitutes a major determinant of productivity growth in both the technological progression and/or stagnation/recession regimes, the effect of education is found to vary from economy to economy and from regime to regime. Generally speaking, however, those East-Asian economies tend to reach their turning point in short time despite of the mentioned differences. This result therefore leads to important policy implications concerning giving an impetus to human capital investment in the agriculture sector.
Why is a change in the focus of rural development needed? Sinek (2009) pointed out that the first question addressed by successful entrepreneurs when establishing their companies is, why should the enterprise be created, what is the purpose of it? With the outcome of a conversation with an academic colleague in mind, that even scientific papers have a story to tell, the author has structured this paper in line with the 'golden circle' approach of Sinek (2009), namely asking why, then how and then what? At the beginning of her research career in rural development, the author examined the role of the European Union's (EU) Common Agricultural Policy (CAP) in Hungary, with special regard to agri-environmental management. As this research was linked to policy regulations it was in rather a 'top down' direction, examining the effects of selected tools such as agri-environmental measures, direct payments and the LEADER approach. The experience gained during this period (2001-2006) redirected the interest of the author to human and social capital. Examination of sustainability, resilience and system thinking has become a basic element in her work. Acceptance by agriculture that corporate social responsibility is a pre-condition for the licence to produce is now an established societal demand. Production methods that have regard for the planet and people as well as profi t have become a 'must' for the food industry (Slingerland and Rab-binge, 2009). The author keeps in mind the three dimensions of sustainability (nature, society and economy), in which nature creates the frame, the limits of growth, and society is understood to be part of it. Each human being, as an indi-vidual part of society, has his/her responsibility and has to understand the system he/she lives in. This is very important because, as Senge (2011) points out, people do not believe that they infl uence the future, while Johnson (2013), in line with Meier (2005), states that our future is based on how we as individuals live and talk today. In Hungary, human and social resources, which play an important role in the rural economy, show a great defi cit (Katona Kovács, 2006a). Appreciating the importance of human and social capital and their deficit in the North Great Plain NUTS 2 region where she lives, the author is look-ing for ways to increase these resources. This is the first and most important answer to the why question. Since 2006 the author's research work has sought answers to how human and social capital could be increased in local economies, as key factors for future development, even in the improvement of agri-environment management. Although there are good examples of changes generated through policy instruments, such as the LEADER pro-gramme (ÖIR, 2004), instead of trying to form or to increase human and social capital via 'top down' policy mechanisms, while keeping the importance of these instruments in mind, the author is looking for 'bottom-up' tools and participatory actions. This preference is based on an increasing body of evidence. For example, Dam et al. (2009) explore the transi-tion of societal organisation from heavy reliance on the state towards self-organisation by citizens in communities. They note that private citizens are increasingly expected to take responsibility for the direction of their own lives. The suc-cess of the LEADER programme also comes from the space it gives for bottom-up approaches, for partnership and co-creation. Based on the model elaborated by Lukesch (2007), Katona Kovács et al. (2011) examined, from the three modes of operation offered by the model (animating actions, struc-turing actions and consolidating actions), the types of activities of the Local Action Groups (LAGs) in the North Great Plain region. Their results demonstrate the importance of animating actions amongst the LAGs in the region. In this region the level of governance is such that "the ability of people to articulate their common needs is the starting point for many innovations ... It is the only point where we can speak about development programmes in the strict sense" (Lukesch, 2007, p.16). Today animating actions are the most needed operations in the North Great Plain region, so as to encourage different actors to work together and experience the results of common thinking. Dialogue about the common needs is an important first step to help the development of local communities.
